The area of video planning, design, production, editing, and evaluation were by no means an area of strength for me prior to taking this course. As a result, this course has been one of the most useful classes in regards to immediate applicability of information and knowledge gained in my current position as a District level Instructional Technology Facilitator. For me this is exciting, for when "Learning requires people to personally integrate and make sense of new information while they are applying it in their daily lives" (Shank, 2009), it becomes much more meaningful.
The exploration and comparison of both Windows Movie Maker and Macintosh’s iMovie was incredibly useful. Prior to this course, I had already used Movie Maker, but had absolutely no prior experience with iMovie. My research and hands-on exploration of Macintosh’s iMovie software provided me with the basic skills I needed to be able create my job related videos in a much more professional manner.
I have recently been asked to create and maintain a District Newsletter in support of a new District program called the "CWD Power Up Program" which is aimed at supporting all of our district Campus Web Coordinators. Basically, CWCs are responsible for maintaining their campus websites. As it pertains to this course, two of the articles included in the last two issues of the newsletter have been video taped interviews with two different CWCs. Aside from a brief write up on each interview to be read in the newsletter, this of course required editing of both videos in order to create a professional looking end product suitable for publication to the entire district to be viewed in conjunction with the written article.
The timing of this course was right on the money for me and could not have come at a better time. I must say I was very pleased with the outcome of my work related videos, as well as the editing I did on our group's PSA. All group members were very pleased with the end product.
I feel certain that with more exposure and experience with media production, as a leader within the field of Educational Technology my skills will only continue to improve and allow me to "Integrate media production into curriculum and help find new access to students and help them find new access to the material. Media production engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking, analytical skills, group work skills, and ability to communicate ideas" (Garrison, 1999).
I am no longer in the classroom myself, but as a Technology Facilitator, I am now expected to develop curriculum for my students, which are adults in my case. The fact that my students are adults doesn't make a difference, because I really think it is simply human nature to be more in tuned and interested in information that is presented in a way that taps into various learning styles.
In hindsight, I really wish that I had acquired my technology skills earlier in my career. I would have loved to use what I have learned in a classroom full of young students. For me, as a teacher my weakest area was always in Social Studies. Oh, what I could do with some of my Social Studies lessons now. We would have had a blast with classroom projects.
For now, I will do my best to create and incorporate multimedia into my lessons with teachers and other staff. It really does add a whole other dimension to curriculum. I look forward to learning more and getting better at it in order to help myself and other classroom teachers create engaging multimedia rich lessons. After all, just as Marc Prensky states on p. 9 of his article title, Listen to the Natives, “Educators have slid into the 21st century – and into the digital age – still doing a great many things the old way. It’s time for education leaders to raise their heads above the daily grind and observe the new landscape that’s emerging.” As such, I want to do my part in helping others rise above the grind and teach them to do things a little bit different and in a way that is more engaging for their students.
References
Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html
Prensky, M. (2005/2006). Listen to the natives. Educational Leadership, 63(4), 8-13.
The exploration and comparison of both Windows Movie Maker and Macintosh’s iMovie was incredibly useful. Prior to this course, I had already used Movie Maker, but had absolutely no prior experience with iMovie. My research and hands-on exploration of Macintosh’s iMovie software provided me with the basic skills I needed to be able create my job related videos in a much more professional manner.
I have recently been asked to create and maintain a District Newsletter in support of a new District program called the "CWD Power Up Program" which is aimed at supporting all of our district Campus Web Coordinators. Basically, CWCs are responsible for maintaining their campus websites. As it pertains to this course, two of the articles included in the last two issues of the newsletter have been video taped interviews with two different CWCs. Aside from a brief write up on each interview to be read in the newsletter, this of course required editing of both videos in order to create a professional looking end product suitable for publication to the entire district to be viewed in conjunction with the written article.
The timing of this course was right on the money for me and could not have come at a better time. I must say I was very pleased with the outcome of my work related videos, as well as the editing I did on our group's PSA. All group members were very pleased with the end product.
I feel certain that with more exposure and experience with media production, as a leader within the field of Educational Technology my skills will only continue to improve and allow me to "Integrate media production into curriculum and help find new access to students and help them find new access to the material. Media production engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking, analytical skills, group work skills, and ability to communicate ideas" (Garrison, 1999).
I am no longer in the classroom myself, but as a Technology Facilitator, I am now expected to develop curriculum for my students, which are adults in my case. The fact that my students are adults doesn't make a difference, because I really think it is simply human nature to be more in tuned and interested in information that is presented in a way that taps into various learning styles.
In hindsight, I really wish that I had acquired my technology skills earlier in my career. I would have loved to use what I have learned in a classroom full of young students. For me, as a teacher my weakest area was always in Social Studies. Oh, what I could do with some of my Social Studies lessons now. We would have had a blast with classroom projects.
For now, I will do my best to create and incorporate multimedia into my lessons with teachers and other staff. It really does add a whole other dimension to curriculum. I look forward to learning more and getting better at it in order to help myself and other classroom teachers create engaging multimedia rich lessons. After all, just as Marc Prensky states on p. 9 of his article title, Listen to the Natives, “Educators have slid into the 21st century – and into the digital age – still doing a great many things the old way. It’s time for education leaders to raise their heads above the daily grind and observe the new landscape that’s emerging.” As such, I want to do my part in helping others rise above the grind and teach them to do things a little bit different and in a way that is more engaging for their students.
References
Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html
Prensky, M. (2005/2006). Listen to the natives. Educational Leadership, 63(4), 8-13.
Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved May 5, 2009, from http://adobe.com/designcenter/thinktank/valuemedia/.